Much has been said and written about how poorly Myanmar education is doing. There are, indeed, problems in all levels of education. At the preschool level, an atmosphere of benign neglect exists. There is only a rudimentary and limited Dictatorship, disorder and decline in Myanmar teacher-training program for preschool teachers and care givers. The lack of control, standards and training of teachers is evident from the ad hoc system of schools in which three to four-year-olds are being taught the school curriculum of higher grades by rote learning. Most preschools are overcrowded and badly managed. Much will have to be done to ensure quality and acceptable standard
Since 69 per cent (UIS 2007) of the population lives in rural areas and approximately 64.1 per cent are employed in the agricultural sector, provision of education to these rural communities should be geared towards their needs. The curriculum and programs used in rural schools should be flexible not rigid. The rigid, monolithic national curriculum, school terms and timetables that exist today will have to be reconsidered. For rural areas, a more flexible curriculum based on local needs should be devised and, where seasonal cropping occurs, school terms should be arranged so that rural family units can make full use of the manpower available to them without disrupting the schooling of their children. In such a way, the massive drop-out rate before completion of the primary cycle of education can be staunched in these disadvantaged areas. If rural schools are programmed as urban schools are and the plight of agrarian families is ignored, the pernicious effect of school drop-out rates on the already weakened education system will be increased further.
Currently, agriculture is losing out as the nation’s focus is directed towards exploring for natural gas, gemstones and minerals. This is unfortunate, as these resources are finite. On the other hand, agricultural productivity—like human resources—is...
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